Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

18-04-2020 | Original Paper

A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development

Auteurs: Jennifer C. Bullen, Lindsay Swain Lerro, Matthew Zajic, Nancy McIntyre, Peter Mundy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2020

Abstract

This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence.

vorige artikel A Randomized Controlled Trial of Functional Communication Training via Telehealth for Young Children with Autism Spectrum Disorder

volgende artikel SOLACE: A Psychosocial Stigma Protection Intervention to Improve the Mental Health of Parents of Autistic Children—A Feasibility Randomised Controlled Trial

Aagten-Murphy, D., Attucci, C., Daniel, N., Klaric, E., Burr, D., & Pellicano, E. (2015). Numerical estimation in children with autism. Autism Research, 8(6), 668–681. https://doi.org/10.1002/aur.1482.CrossRefPubMed

Assouline, S. G., Nicpon, M. F., & Dockery, L. (2012). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(9), 1781–1789. https://doi.org/10.1007/s10803-011-1403-x.CrossRefPubMed

Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., et al. (2018). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1. https://doi.org/10.15585/mmwr.ss6706a1.CrossRefPubMedCentral

Barendse, E. M., Hendriks, M. P., Jansen, J. F., Backes, W. H., Hofman, P. A., Thoonen, G., et al. (2013). Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates. Journal of Neurodevelopmental Disorders, 5(1), 14. https://doi.org/10.1186/1866-1955-5-14.CrossRefPubMedPubMedCentral

Barnett, J. E. H., & Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172.

Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Sciences, 6(6), 248–254. https://doi.org/10.1016/S1364-6613(02)01904-6.CrossRefPubMed

Baron-Cohen, S., Wheelwright, S., Burtenshaw, A., Hobson, E. (2007). Mathematical talent is linked to autism. Human Nature, 18, 125–131. https://doi.org/10.1007/s12110-007-9014-0.CrossRefPubMed

Boonen, A. J., van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271–279. https://doi.org/10.1016/j.cedpsych.2013.05.001.CrossRef

Breaux, K. (2009). WIAT-III technical manual. San Antonio, TX: Pearson.

Brosnan, M., Johnson, H., Grawemeyer, B., Chapman, E., Antoniadou, K., & Hollinworth, M. (2016). Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder. Autism, 20(4), 463–472. https://doi.org/10.1177/1362361315589477.CrossRefPubMed

Conners, K. C. (2008). Conners (3rd ed.). Toronto: Multi-Health Systems.

Constantino, J. N., & Gruber, C. P. (2005). SRS: Social Responsiveness Scale. Los Angeles: Western Psychological Services.

Chen, L., Abrams, D. A., Rosenberg-Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., et al. (2018). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science. https://doi.org/10.1177/2167702618809353.CrossRefPubMedPubMedCentral

Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literature. Autism, 11(6), 547–556. https://doi.org/10.1177/1362361307083259.CrossRefPubMed

Ehlers, S., Gillberg, C., & Wing, L. (1999). A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disorders, 29(2), 129–141. https://doi.org/10.1023/A:1023040610384.CrossRefPubMed

Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(8), 1044–1052. https://doi.org/10.1007/s10803-010-1127-3.CrossRefPubMed

Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40(2), 155–171. https://doi.org/10.1002/pits.10083.CrossRef

Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., et al. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823.CrossRef

Fombonne, E. (2003). The prevalence of autism. JAMA, 289(1), 87–89.CrossRef

Gagnon, L., Mottron, L., Bherer, L., & Joanette, Y. (2004). Quantification judgement in high functioning autism: Superior or different? Journal of Autism and Developmental Disorders, 34(6), 679–689. https://doi.org/10.1007/s10803-004-5288-9.CrossRefPubMed

Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C., & Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 3(3), 224–238. https://doi.org/10.1007/s40489-016-0078-9.CrossRef

Gotham, K., Risi, S., Dawson, G., Tager-Flusberg, H., Joseph, R., Carter, A., et al. (2008). A replication of the Autism Diagnostic Observation Schedule (ADOS) revised algorithms. Journal of the American Academy of Child & Adolescent Psychiatry, 47(6), 642–651. https://doi.org/10.1097/CHI.0b013e31816bffb7.CrossRef

Gotham, K., Risi, S., Pickles, A., & Lord, C. (2007). The Autism Diagnostic Observation Schedule: Revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders, 37(4), 613. https://doi.org/10.1007/s10803-006-0280-1.CrossRefPubMed

Gremillion, M. L., & Martel, M. M. (2012). Semantic language as a mechanism explaining the association between ADHD symptoms and reading and mathematics underachievement. Journal of Abnormal Child Psychology, 40(8), 1339–1349. https://doi.org/10.1007/s10802-012-9650-7.CrossRefPubMedPubMedCentral

Greven, C. U., Kovas, Y., Willcutt, E. G., Petrill, S. A., & Plomin, R. (2014). Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: A twin study. Journal of Child Psychology and Psychiatry, 55(1), 39–48. https://doi.org/10.1111/jcpp.12090.CrossRefPubMed

Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., & Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17(2), 94–102. https://doi.org/10.1177/10883576020170020401.CrossRef

Harris, S., & Handleman, J. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four- to six-year follow-up. Journal of Autism and Developmental Disorders, 30, 137–142.CrossRef

Hart, S. A., Petrill, S. A., Willcutt, E., Thompson, L. A., Schatschneider, C., Deater-Deckard, K., et al. (2010). Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: General genes, general environments. Psychological Science, 21(11), 1708–1715. https://doi.org/10.1177/0956797610386617.CrossRefPubMedPubMedCentral

Hiniker, A., Rosenberg-Lee, M., & Menon, V. (2016). Distinctive role of symbolic number sense in mediating the mathematical abilities of children with autism. Journal of Autism and Developmental Disorders, 46(4), 1268–1281. https://doi.org/10.1007/s10803-015-2666-4.CrossRefPubMedPubMedCentral

Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., et al. (2014). Brain organization underlying superior mathematical abilities in children with autism. Biological Psychiatry, 75(3), 223–230. https://doi.org/10.1016/j.biopsych.2013.06.018.CrossRefPubMed

John, T. S., Dawson, G., & Estes, A. (2018). Brief report: Executive function as a predictor of academic achievement in school-aged children with ASD. Journal of Autism and Developmental Disorders, 48(1), 276–283. https://doi.org/10.1007/s10803-017-3296-9.CrossRefPubMedCentral

Jones, C. R., Happé, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., et al. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718. https://doi.org/10.1037/a0016360.CrossRefPubMed

Kao, G. S. & Thomas, H. M. (2010). Test review: C. Keith Conners “Conners 3rd Edition” Toronto, Ontario, Canada: Multi-health systems, 2008. Journal of Psychoeducational Assessment, 28(6), 598-602. https://doi.org/10.1177/0734282909360011.CrossRef

Kercood, S., Grskovic, J. A., Banda, D., & Begeske, J. (2014). Working memory and autism: A review of literature. Research in Autism Spectrum Disorders, 8(10), 1316–1332.CrossRef

Kim, H., & Cameron, C. E. (2016). Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with autism and Williams syndrome. AERA Open. https://doi.org/10.1016/j.rasd.2014.06.011.CrossRef

King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4), 443–462. https://doi.org/10.1177/0014402915625066.CrossRef

Kyttälä, M., & Björn, P. M. (2014). The role of literacy skills in adolescents' mathematics word problem performance: Controlling for visuo-spatial ability and mathematics anxiety. Learning and Individual Differences, 29, 59–66. https://doi.org/10.1016/j.lindif.2013.10.010.CrossRef

Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Torrance, CA: Western Psychological Services.

Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170–186. https://doi.org/10.1111/bjep.12142.CrossRefPubMed

May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(9), 2147–2158. https://doi.org/10.1007/s10803-013-1766-2.CrossRefPubMed

Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38(3), 428–439. https://doi.org/10.1007/s10803-007-0410-4.CrossRefPubMed

McDonlad, C., Donnely, J., Feldman-Alguire, A., & LopataThomeer, M. M. (2019). Special education service use by children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 2437–2446.CrossRef

McIntyre, N. S., Oswald, T. M., Solari, E. J., Zajic, M. C., Lerro, L. E., Hughes, C., et al. (2018). Social cognition and reading comprehension in children and adolescents with autism spectrum disorders or typical development. Research in Autism Spectrum Disorders, 54, 9–20. https://doi.org/10.1016/j.rasd.2018.06.004.CrossRef

McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., et al. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860. https://doi.org/10.1007/s10803-017-3209-y.CrossRefPubMed

Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261–270. https://doi.org/10.1080/01688639408402637.CrossRefPubMed

Mundy, P., Mastergeorge, A., & McIntyre, N. (2012). The effects of autism on social learning and social attention, Chapter 1. In P. Mundy & A. Mastergeorge (Eds.), Autism for Educators Translating Research to Schools and Classrooms (pp. 3–34). San Francisco, CA: Jossey Bass.

Oswald, T. M., Beck, J. S., Iosif, A. M., McCauley, J. B., Gilhooly, L. J., Matter, J. C., et al. (2016). Clinical and cognitive characteristics associated with mathematics problem solving in adolescents with autism spectrum disorder. Autism Research, 9(4), 480–490. https://doi.org/10.1002/aur.1524.CrossRefPubMed

Parmar, R. S., Cawley, J. F., & Frazita, R. R. (1996). Word problem-solving by students with and without mild disabilities. Exceptional Children, 62(5), 415–429. https://doi.org/10.1177/001440299606200503.CrossRef

Perna, R., Loughan, A. R., Le, J., Hertza, J., & Cohen, M. J. (2015). Spectrum of mathematical weaknesses: Related neuropsychological correlates. Applied Neuropsychology: Child, 4(3), 157–165. https://doi.org/10.1080/21622965.2013.827573.CrossRef

Randi, J., Newman, T., & Grigorenko, E. L. (2010). Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders, 40(7), 890–902. https://doi.org/10.1007/s10803-010-0938-6.CrossRefPubMedPubMedCentral

Rogers, M., Hwang, H., Toplak, M., Weiss, M., & Tannock, R. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 17(5), 444–458. https://doi.org/10.1080/09297049.2010.544648.CrossRefPubMed

Rutter, M., Bailey, A., & Lord, C. (2003). Manual for the social communication questionnaire. Los Angeles, CA: Western Psychological Services.

Shah, A., & Frith, U. (1993). Why do autistic individuals show superior performance on the block design task? Journal of Child Psychology and Psychiatry, 34(8), 1351–1364. https://doi.org/10.1111/j.1469-7610.1993.tb02095.x.CrossRefPubMed

Sheslow, D., & Adams, W. (2003). Wide Range Assessment of Memory and Learning-Second Edition (WRAML2). Delaware: Wide range Inc.

Solari, E. J., Grimm, R., McIntyre, N. S., Swain-Lerro, L., Zajic, M., & Mundy, P. C. (2017). The relation between text reading fluency and reading comprehension for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 41, 8–19. https://doi.org/10.1016/j.rasd.2017.07.002.CrossRef

Taub, G. E., Keith, T. Z., Floyd, R. G., & McGrew, K. S. (2008). Effects of general and broad cognition abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187–198.CrossRef

Toll, S. W., Van der Ven, S. H., Kroesbergen, E. H., & Van Luit, J. E. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521–532. https://doi.org/10.1177/0022219410387302.CrossRefPubMed

Towel, P., Vacanti-Shova, K., Higgins-D’Alessandro, A., Ausikaitis, A., & Reynolds, C. (2018). A longitudinal study of children diagnosed with autism spectrum disorder before age three: School services at three points in time for three levels of outcome disability. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3606-x.CrossRef

Tosto, M. G., Momi, S. K., Asherson, P., & Malki, K. (2015). A systematic review of attention deficit hyperactivity disorder (ADHD) and mathematical ability: Current findings and future implications. BMC Medicine, 13(1), 204. https://doi.org/10.1186/s12916-015-0414-4.CrossRefPubMedPubMedCentral

Turi, M., Burr, D. C., Igliozzi, R., Aagten-Murphy, D., Muratori, F., & Pellicano, E. (2015). Children with autism spectrum disorder show reduced adaptation to number. Proceedings of the National Academy of Sciences, 112(25), 7868–7872. https://doi.org/10.1073/pnas.1504099112.CrossRef

Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409–426. https://doi.org/10.1080/01443410701708228.CrossRef

Vista, A. (2013). The role of reading comprehension in math achievement growth: Investigating the magnitude and mechanism of the mediating effect on math achievement in Australian classrooms. International Journal of Educational Research, 62, 21–35. https://doi.org/10.1016/j.ijer.2013.06.009.CrossRef

Wechsler, D. (2011). Wechsler abbreviated scale of intelligence (2nd ed.). San Antonio, TX: NCS Pearson.

Wechsler, D. (2009). Wechsler Individual Achievement Test, (WIAT-III) (3rd ed.). London: The Psychological Corporation.

Wei, X., Christiano, E. R. A., Yu, J. W., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1159–1167. https://doi.org/10.1007/s10803-013-1978-5.CrossRefPubMedPubMedCentral

Wei, X., Jennifer, W. Y., Shattuck, P., McCracken, M., & Blackorby, J. (2013). Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(7), 1539–1546. https://doi.org/10.1007/s10803-012-1700-z.CrossRefPubMedPubMedCentral

Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44(4), 551–560.

Wiederholt, J. L., & Bryant, B. R. (2012). Gray Oral Reading Tests—Fifth Edition: Examiner’s manual (GORT-5). Austin, TX: Pro-Ed.

Titel: A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development
Auteurs: Jennifer C. Bullen
Lindsay Swain Lerro
Matthew Zajic
Nancy McIntyre
Peter Mundy
Publicatiedatum: 18-04-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04500-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2020

Exploring Social Biomarkers in High-Functioning Adults with Autism and Asperger’s Versus Healthy Controls: A Cross-Sectional Analysis

Validation of the ASKSG with a Parent Sample in the United States

Correction to: Exploring Social Biomarkers in High‑Functioning Adults with Autism and Asperger’s Versus Healthy Controls: A Cross‑Sectional Analysis

Schooling for Pupils with Autism Spectrum Disorder: Parents’ Perspectives

Brief Report: ASD-Related Behavior Problems and Negative Peer Experiences Among Adolescents with ASD in General Education Settings

Early Motor Differences in Infants at Elevated Likelihood of Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder